初中思想品德课抛锚式教学法研究

发布时间：2018-07-04 13:39

本文选题：抛锚式教学法 + 思想品德课　；参考：《扬州大学》2016年硕士论文

【摘要】：当今社会,知识经济迅速发展、国际竞争日趋激烈,给教育的发展带来了巨大的挑战。科学技术的快速发展,要求学校不能仅仅是培养知识型人才,更要培养创新型人才,因为只有具备创新精神和创新能力的人才才能更好地适应和应对这个时代的挑战。在这样的背景下,传统教育的缺陷日益显现。而抛锚式教学模式主要是强调关注学生的个性差异和全面发展,注重教材学习内容和社会生活紧密相关；在教学方法上,抛锚式教学模式也巧妙采用灵活的教学环节进行教学,发挥学生的主体作用并激发学生的创造能力的发挥;在评价机制中,抛锚式教学模式也不仅仅是以学生的考试成绩和学校的升学率作为衡量教学质量的唯一标准,而注重关心学生全面而自由的发展。随着素质教育的推行和新课程改革的实施,人们关于教育的基本理念也随之发生着深刻的变化,各种教学模式也层出不穷。抛锚式教学模式就是一种联系教学理论与教学实践的中介,研究课堂教学模式,对于深化课堂教学实践和建设课堂教学理论,都具有十分重要的现实意义。因此,在初中思想品德课的讲授中,可以实施和运用抛锚式教学模式,扬弃传统思想品德课的教学观念,更新教育理念,确立新型的建构主义教学观；改变教学模式,遵循建构主义教学的设计原则,开辟有利于促进学生全面发展的教学模式,变学生的被动学习为主动学习；培养具有创新精神、创造能力、具有个性又全面发展的人才。本文运用理论与实践相结合的方法,结合本人实习学校所进行的教学试验,深入地阐述以自主合作、独立探究为基础,以学生为主体的初中思想品德课教学模式——抛锚式教学法在初中思想品德课中的应用与实践。在剖析目前在初中思想品德课堂中较具有代表性的教学模式的基础上,论证初中思想品德课抛锚式教学模式,详尽地阐述这一教学模式的理论依据、实践背景、教学目标、教学要求、教学程序、实施原则。分析抛锚式教学模式的初步实践及其所取得的一些成效,列举抛锚式教学模式的实例,以增强该模式的可操作性和可信性。最后,对抛锚式教学模式进行教学反思,并提出改善该教学模式的几点对策,以便进一步探讨这一教学模式。
[Abstract]:Nowadays, with the rapid development of knowledge economy and the increasingly fierce international competition, the development of education has brought great challenges. With the rapid development of science and technology, schools should not only cultivate knowledge talents, but also innovative talents, because only those with innovative spirit and ability can better adapt to and cope with the challenges of this era. Under such background, the defect of traditional education appears day by day. The anchored teaching mode mainly emphasizes the attention to the students' personality difference and all-round development, and pays attention to the content of teaching material and the social life, and in the teaching method, the anchor teaching mode also skillfully adopts the flexible teaching link to carry on the teaching, in the teaching method, the anchor type teaching mode also skillfully adopts the flexible teaching link to carry on the teaching. In the evaluation mechanism, the anchored teaching model is not only based on the students' test results and the school entrance rate as the only standard to measure the quality of teaching. And pays attention to the student comprehensive and free development. With the implementation of quality-oriented education and the implementation of new curriculum reform, the basic concepts of education have also undergone profound changes, and various teaching models have emerged in endlessly. The anchored teaching mode is a kind of intermediary between teaching theory and teaching practice. The study of classroom teaching mode is of great practical significance for deepening classroom teaching practice and constructing classroom teaching theory. Therefore, in the teaching of ideological and moral course in junior high school, we can carry out and use the anchored teaching mode, sublate the teaching concept of traditional ideological and moral course, renew the educational idea, establish a new constructivist teaching view, change the teaching mode, Following the design principle of constructivist teaching, we should open up a teaching model that is conducive to promoting the all-round development of students, change the passive learning of students into active learning, and cultivate talents with innovative spirit, creative ability, personality and all-round development. This article uses the method of combining theory with practice, combining with the teaching experiment carried out by my practical school, deeply expounding the foundation of independent cooperation and independent inquiry. The Application and practice of Anchor Teaching method in Junior Middle School ideological and moral course with students as the main body. On the basis of analyzing the representative teaching mode in the middle school ideological and moral class at present, this paper demonstrates the anchored teaching mode of the ideological and moral course in junior high school, and expounds in detail the theoretical basis, the practical background, the teaching goal of this teaching mode. Teaching requirements, teaching procedures, implementation principles. This paper analyzes the preliminary practice of the anchored teaching model and its achievements, and enumerates the examples of the anchored teaching model in order to enhance the operability and credibility of the model. Finally, the teaching reflection on the anchored teaching model is carried out, and some countermeasures to improve the teaching mode are put forward in order to further explore the teaching mode.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

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